One philosophical issue underlying instructional evaluation arises from tension between the concepts of academic freedom and academic responsibility. Academic freedom can be cited as an argument against evaluating teaching in circumstances where evaluation genuinely encumbers the pursuit or dissemination of knowledge. Another source of tension centers around the notion that instructor's credentials, position, and expertise preclude evaluation. Some feel that until we know more about evaluation, we should do nothing. Others feel that failure to evaluate may lead to sins more grievous than would evaluation with uncertainty. In the face of increasing demands placed upon faculty to furnish more and more evidence supporting the amount, quality, and value of what they do, many faculty members want to do away with intrusive evaluation policies, while students and administrators push for objective data to facilitate decisions and guarantee educational quality. A major psychometric issue in instructional evaluation is whether evaluation should focus on instructional outcomes or on instructional processes. The problems of evaluating teaching by measuring student learning are both philosophical and methodological. On the other hand, evaluating teaching by measuring course and instructor characteristics and behavior that are indicative of good teaching is no less complex. A reasonable goal would be to devise an evaluation plan that takes advantage of the strengths of process measures, but that also guards against their weaknesses. (LH)